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ERIC Number: ED133087
Record Type: Non-Journal
Publication Date: N/A
Pages: 27
Abstractor: N/A
Teacher Verbal Behavior and Its Relationship to Growth in Child Language.
Barbour, Nita Hale
The purpose of this study was to examine specific feautres of child language change as determined by change in vocabulary, complexity of sentences and functional use of sentences, and relationships of these changes to the teachers' facilitative or directive verbal behavior. Subjects were 112 nursery school children. Teacher verbal behavior was measured by the Withall Social Climate Index resulting in a facilitative score and a directive score for each teacher. Child language change was determined by a pretesting and posttesting with the Peabody Picture Vocabulary Test and with an Analysis of 50 Consecutive Statements. Within the limitations of this study and from the findings, it was concluded that teachers consistently used a pattern of facilitative or directive verbal behavior in their classrooms; that language for 4-year-old children in this study, as measured by the instruments used, continued to change in the 6-month period; and that for children in this sample, change in use of complexity of sentences was greater in classrooms in which teachers used more directive verbal behavior. In the other aspects of language change studied, language of the children in this sample developed fairly consistently irrespective of teacher verbal behavior as measured by the Climate Index. (Author/MS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test